Trends Students in The Final Year in Ben Chbira Bu Saada Secondary School - Algeria, Towards Physical & Sport Education Activity As A Future Career.

The Swedish Journal of Scientific Research ISSN: 2001-9211. Vol. 2. Issue 6. June.
2015

TRENDS STUDENTS IN THE FINAL YEAR IN BEN CHBIRA BU SAADA

SECONDARY SCHOOL - ALGERIA, TOWARDS PHYSICAL & SPORT EDUCATION
ACTIVITY AS A FUTURE CAREER.
Bouderbala Mohameda, Harzelli Hocineb
Al Msila University, Algeriaa, Mohamed Khidar University, Biskra, Algeriab
E-mail: hocinedjamaia@gmail.com
Abstract
Educational institutions are the origin of socialization and its second environment. It is full of public education contents to
be offered to people of society in all scientific and knowledge fields, especially physical and sport education as it is a part
and parcel of education as it aims to build young people psychologically, physically, socially and ethically. Physical and
sport education encourages all of us to be more interested in the youth and their various talents and provide suitable
atmosphere for them and their hobbies in addition to provide them with suitable possible equipments and preparations to
practice all activities that enable to form and develop individual personalities. Among those students, there are students of
the third secondary stage who reached their last educational stage and are ready to face practical life and choose their
professional careers future after joining higher education.
Keyword: Psychological, Attitudes, Education, Future Job
1.
INTRODUCTION:
Problem of the Study:

Attitudes are among important fields in social psychology in general and sport psychology in particular. The aim of practicing
physical and sport activity currently is cognitive, kinetic and physical formation of students to be efficient in future who is able to
practice activities for others with multiple ways and in a serious way, so he will be ready for submitting this activity (such as a job)
with convenience. To determine secondary students attitudes towards physical and sport activities in the future, a variable sample
was chosen from all sections of Mohamed Al Sherif Ben Chebira Secondary School at Bu Saada with 93 members (statistical units) of
males and females and from five sections, so both researchers summed up the problem of the study in the following:
1- Are there statistically significant differences between males and females in the same section in psychological attitudes of the
third secondary stage students towards physical and sport education activity as a future job?
2- Are there statistically significant differences between males and females in all sections in psychological attitudes of the third
secondary stage students towards physical and sport education activity as a future job?
3- Are there statistically significant differences between males and females among various sections in psychological attitudes of
the third secondary stage students towards physical and sport education activity as a future job?
Psychological Attitudes:
Definitions may vary according to variation of psychological schools, but there is a linking line between all definitions. In addition,
the word attitude is derived from the word aptitude which means readiness. This means that attitude takes the meaning of
readiness to make an action, but both words soon separated as aptitude became representing readiness in terms of muscular and
mental abilities, while attitude took other meaning falls generally within being an acquired strength that makes individuals act in
their own way.
Thomas, W. definition: Attitude is a mental state towards value.
Mead, H. G. definition: Attitudes are an organized set of responses.
Allport. G. H. comprehensive definition: Attitude is an organized mental and nervous position through experience and it has a
direct or dynamic effect on individuals responses towards something.
Physical & Sport Activity:

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The Swedish Journal of Scientific Research ISSN: 2001-9211. Vol. 2. Issue 6. June. 2015

It is an educational activity or what is called: physical and sport education lesson. In addition, there is competitive training which is
a set of supplementary internal and external exercises. Physical and sport activity is like physical and sport activities practiced inside
the educational institution in secondary education stage including competitive and non-competitive sport tournaments inside and
outside the institution by teachers of institutions itself and especially by the related group of external school sports.
Secondary Education:
Secondary education stage is the stage that follows all types and branches of basic education. This stage is simultaneous with
adolescence age according to classification of psychological growth stages as this division is identical to the educational system with
stages of a persons growth.
Adolescence:
The term adolescent is derived from the noun adolescence which is the period between the end of childhood and the beginning of
adulthood. Thus, an adolescent is considered a child and not an adult. Rather, he lies in the effective strength field of combined effects
and expectations between childhood and adolescence in its accurate meaning being the stage that leads persons to full maturity for
males and females as it extends from adulthood till puberty.
2.
M ETHODOLOGY OF THE S TUDY :
The current study is based on the descriptive method because, as said by researcher Abdelhady, this type of research has special
importance in the field of humanistic studies especially as it is used to explore peoples opinions and attitudes towards a certain
situation and is also used to determine a specific issue related to a certain group or category of people. Actually, this study adopts
opinions and attitudes of an important category in society (third secondary stage students) about their future ambitions towards this
vital activity, but using comparison in terms of some variables of the study.
Sample of the Study:
The sample is a subgroup of elements of a certain research (6 elements) and the current sample is represented according to the
following limits:
Space limits: Mohamed Al Sherif Ben Chebira Secondary School at Bu Saada at Al Msila State.
Time limits: The study was conducted in April, 2014
Human limits: The study was approved for the final third secondary year for 2013 / 2014. Population of the study consists of about
450 units. 93 respondents were studied throughout a normal school day from all classes of society, males and females, with the
following characteristics:
Table (1): Characteristics of the Sample Due to Variables of the Study
variables
Gender
Study section
Male
Female
Math
Engineering
Management
Arts
Sciences
Number
39
54
05
07
07
31
43
93
93

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Serial
Marks
Gender
Serial
Marks
Gender
Serial
Marks
Gender
Serial
Marks
Gender
Table (2): Values of Section of Experimental Science Due to Gender
12
34
37
23
72
12
50
26
35
37
24
72
13
37
35
36
32
25
50
14
43
62
37
34
26
54
15
60
42
38
38
27
34
16
47
25
39
36
28
41
17
53
31
40
37
29
42
18
17
31
41
36
30
51
19
37
38
42
29
31
11
20
50
39
43
28
32
14
21
41
10
41
33
48
22
72
11
1 = Males
2 = Females
Serial
Marks
Gender
Serial
Marks
Gender
Serial
Marks
Gender
Serial
Marks
Gender
Table (3): Values of Arts & Philosophy Due to Gender:
45
25
54
17
65
65
50
26
49
18
69
10
60
36
27
51
19
32
11
66
45
28
55
20
30
12
47
31
29
36
21
39
13
67
33
30
32
22
31
14
68
32
31
52
23
53
15
56
39
24
69
16
55
1 = Males
2 = Females
Gender
Marks
Serial
Gender
Marks
Serial
Gender
Marks
Serial
Table (4): Values of Management & Economics Section Due to Gender:
45
06
45
04
01
44
07
35
05
49
02
66
03

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Serial
Marks
Gender
Serial
Marks
Gender
Serial
Marks
Gender
Table (5): Values of Electric Engineering Section Due to Gender:
25
06
15
04
18
01
30
07
38
05
16
02
33
03
49
05
Serial
Marks
Gender
Serial
Marks
Gender
Serial
Marks
Gender
Table (6): Values of Mathematics Section Due to Gender:
54
03
44
01
18
04
53
02
Tool of the Study:

The current case study used a questionnaire prepared by the researchers with its psychometric characteristics (see annex No. 01at the
end of the sudy):
A. Reliability: it is shown by dividing the questionnaire, as correlation coefficient after length adjustment was 0.89 which is a
strong degree.
B. Validity: Internal consistency among items of the questionnaire was clear as mutual correlation coefficients ranged between
0.68 and 0.78 so it can be said that the questionnaire is reliable and valid.
Statistical Analysis of Results of the Field Study:
Comparing Both Genders in Each Section:
Students of Experimental Sciences Section (Males & Females):
Table (7): values of central tendency measurements for both groups (males and females), experimental sciences section:
Standard error
Standard deviation
Arithmetic mean
sample
3.759
15.036
49.31
16
Males
2.142
11.130
34.56
27
Females
A- Analysis of table (7) values

Table (7) shows that the arithmetic mean value for males is much higher than for females and for the formers sake.
B. Explaining results of table (7)
This result shows that males hold more positive psychological attitudes than females towards physical and sport education as a future
job.
Table (8): values of T-test for differences between both independent groups (males and females), experimental sciences
sample:
T value
Significance level
Freedom degree
Means differences
S.D differences
3.68
0.001
41
14.75
4.007
B- Analysis of table (8) values

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Table (8) shows that the significance level value 0.001 is less than with its two values 0.01 and 0.05 which is statistically
significant.

This result shows that there are statistically significant differences between males and females. Males in experimental sciences section
hold more positive psychological attitudes than females towards physical and sport education as a future job.
Students of Arts & Philosophy Section (Males & Females):
Table (9): Statistical values (males and females), Arts & Philosophy section:
Standard error
Standard deviation
Arithmetic mean
Sample
2.255
7.131
61.80
10
Males
1.996
9.147
40.81
21
Females
A. Analysis of table (9) values

Table (9) shows that the arithmetic mean value for males is much higher than for females and for the formers sake. In addition, the
two values of S.D are not close in this section.
This result shows that males hold more positive psychological attitudes than females towards physical and sport education as a future
job.
Table (10): values of T-test for differences between both independent groups (males and females), Arts & Philosophy Section:
T value
Significance level
Freedom degree
Means differences
S.D differences
6.373
0.000
29
20.99
3.293

Table (10) shows that the significance level value 0.001 is less than with its two values 0.01 and 0.05 which is statistically
significant.
This result shows that there are statistically significant differences between males and females. Males in experimental sciences section
hold more positive psychological attitudes than females towards physical and sport education as a future job for the sake of males in
Arts & Philosophy section as well.
Students of Management & Economics Section (Males & Females):
Table (11): Statistical values (males and females), Management & Economics section:
Standard error
Standard deviation
Arithmetic mean
Sample
3.982
5.964
42.25
Males
3.180
6.508
41.33
Females

Table (11) shows that the arithmetic mean value for males is cumulative with females and this is also clear in the two values of S.D.
This result shows that males and females in this section hold the same psychological attitudes towards physical and sport education as
a future job.
Table (12): values of T-test for differences between both independent groups (males and females), Management & Economics
Section:
T value
Significance level
Freedom degree
Means differences
S.D differences
0.064
0.952
0.952
6.293

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Table (12) shows that the significance level value 0.952 is more than with its two values 0.01 and 0.05 which is statistically
insignificant.
This result shows that there are no statistically significant differences between males and females in their psychological attitudes than
females towards physical and sport education as a future job for the sake of males in Management & Economics section.
Students of Mathematics Section (Males & Females):
There were no comparisons in electrical engineering section as they are all males
Table (13): Statistical values (males and females), Mathematics section:
Standard error
Standard deviation
Arithmetic mean
Sample
3.180
5.508
50.33
Males
15.500
21.920
33.50
Females

Table (13) shows that the arithmetic mean values for males and females is not close
This result shows that males and females in this section hold different psychological attitudes towards physical and sport education as
a future job.
Table (14): values of T-test for differences between both independent groups (males and females), Mathematics Section:
T value
Significance level
Freedom degree
Means differences
S.D differences
1.37
0.263
16.833
12.261

Table (14) shows that the significance level value 0.263 is more than with its two values 0.01 and 0.05 which is statistically
insignificant.
This result shows that there are no statistically significant differences between males and females in their psychological attitudes than
females towards physical and sport education as a future job in Mathematics section despite the divergence between means.
Comparing Males and Females for the Whole Sample and for all Sections:
The number of individuals of the whole sample (third secondary students with all sections of Mohamed Elsharif Secondary school)
2013 / 2014 was 93 out of original population of 460 individuals statistically.
Table (15) statistical values of the groups of genders for all sections
Standard error
Standard deviation
Arithmetic mean
Sample
2.761
17.465
47.55
40
Males
1.472
10.719
37.38
53
Females

Table (15) shows that the arithmetic mean value for males is much different than for females.
This result shows that males hold positive psychological attitudes than females in this section towards physical and sport education as
a future job in all sections.
Table (16): values of T-test for differences between both independent groups (males and females) for the whole sample:
T value
Significance level
Freedom degree
Means differences
S.D differences

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3.466
0.001
91
10.173
2.935

Table (16) shows that the significance level value 0.001 is more than with its two values 0.01 and 0.05 and it is statistically
significant.
This result shows that there are statistically significant differences between males and females in their psychological attitudes than
females towards physical and sport education as a future job in all sections.
Differences between Sections for the Whole Sample:
Table (17): descriptive statistical values of complete sample attitudes towards physical education due to each section:
Max.
value
Min.
value
Trust 95%
Standard
error
Standard
deviation
Mean
Sample
Descriptive statistics
Sample in sections
Max.
value
Min.
value
72
11
44.50
35.59
2.207
14.475
40.05
43
Experimental sciences
69
30
52.37
42.79
2.345
13.058
47.58
31
Arts & philosophy
66
57.81
25.91
6.519
17.247
41.86
38
15
33.34
16.66
3.409
9.018
25.00
Electrical engineering
54
18
62.03
25.17
6.638
14.843
43.60
Mathematics
72
44.81
38.70
1.538
14.828
41.75
93
Total
Management & economics
Table (18): ANOVA Test values for a single group for the whole sample in all sections
Significance
S.D average
Freedom degree
Total S.D
0.004
4.072
789.950
3159
Inter-groups
193.972
88
17069.513
Intra-groups
92
20229.312
Total
A. Analysis of values of table (17) and (18):

Values of both tables show that man values are high in Arts & Philosophy section, followed by mathematics, management and then
experimental sciences and finally electrical engineering. In addition, the significance level value 0.004 is less than with its two
values 0.01 and 0.05 which is statistically insignificant.
B. Explaining results of table (17) and (18):
There are statistically significant differences between sections with variable trends. First, the literary section which is similar to
religion specialization and the last one is electrical engineering whose students like scientific and technical specializations. However,
there is a strict trend by mathematics students to perform this activity in future for it contains euphoria, activity and renewal as well as
economical and health benefits which was noticed by the researchers in some sample members from mathematics section.
3.
D ISCUSSING R ESULTS
Questions of the study:

1- Are there statistically significant differences between males and females in the same section in psychological attitudes of the
third secondary stage students towards physical and sport education activity as a future job?
2- Are there statistically significant differences between males and females in all sections in psychological attitudes of the third
secondary stage students towards physical and sport education activity as a future job?

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3- Are there statistically significant differences between males and females among various sections in psychological attitudes of
the third secondary stage students towards physical and sport education activity as a future job?
And the study concluded that:

-
-
-
-
-
-
4.
There are statistically significant differences between males and females. Males in experimental sciences section hold more
positive psychological attitudes than females towards physical and sport education as a future job.
There are statistically significant differences between males and females. Males in experimental sciences section hold more
positive psychological attitudes than females towards physical and sport education as a future job for the sake of males in
Arts & Philosophy.
There are no statistically significant differences between males and females in their psychological attitudes than females
towards physical and sport education as a future job for the sake of males in Management & Economics section.
There are no statistically significant differences between males and females in their psychological attitudes than females
towards physical and sport education as a future job in Mathematics section.
There are statistically significant differences between males and females in their psychological attitudes than females
towards physical and sport education as a future job for all sections.
There are statistically significant differences between males and females in their psychological attitudes than females
towards physical and sport education as a future job for different sections.
C ONCLUSION :
studying secondary education sample attitudes towards adopting physical and sports education activities as a future job showed that
males in many sections tend to perform this job that is seen by many as for males. This does not mean that there are no females. The
most shared section is Arts and Philosophy followed by mathematics. Despite their small values, they showed positive trends towards
the activity as a future job, so it is better to follow these trends in other secondary schools to ensure these results and remains the
question:
Are students in other secondary schools hold the same attitudes towards this activity as a future job?
5.
R EFERENCES:
6.
(1) Mohamed. M. (2007): Introduction in Social Psychology, Algeria, Dar Cordoba Press, p. 63.
(2) Husssein, K. M. (1990): Principles & Applications of Sport Psychology in Training, Baghdad, Higher Education Press, p.
64.
(3) Al Kholy, A. A. (1996): Sports & Society. Knowledge World Series, Kuwait, National Council for Culture & Arts, p. 17
18.
(4) El Sayed, F. A. (1998): Psychological Principles of Growth from Childhood to Aging, Cairo, Dar Al Fikr All Araby, p.
272.
(5) Abdelhadi, N. A. (2010): Descriptive Method. Back History: 08/06/11. Link:
http://shifa.ahlamontada.com/t396-topic
(6) Agres, M. (2006): Methodology of Research in Humanities. Practical Exercises, Translated by, Mad, M., Dar Al Kasaba,
Algeria, p. 463.

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The Swedish Journal of Scientific Research ISSN: 2001-9211. Vol. 2. Issue 6. June.

TRENDS STUDENTS IN THE FINAL YEAR IN BEN CHBIRA BU SAADA

Problem of the Study:

M ETHODOLOGY OF THE S TUDY :

Table (2): Values of Section of Experimental Science Due to Gender

Table (3): Values of Arts & Philosophy Due to Gender:

Table (4): Values of Management & Economics Section Due to Gender:

Table (5): Values of Electric Engineering Section Due to Gender:

Table (6): Values of Mathematics Section Due to Gender:

Tool of the Study:

A- Analysis of table (7) values

B- Analysis of table (8) values

B. Explaining results of table (8)

A. Analysis of table (9) values

A. Analysis of table (10) values

A. Analysis of table (11) values

A. Analysis of table (12) values

A. Analysis of table (13) values

A. Analysis of table (14) values

A. Analysis of table (15) values

A. Analysis of table (16) values

Arts & philosophy

Management & economics

A. Analysis of values of table (17) and (18):

Questions of the study:

And the study concluded that:

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